Instilling Collaboration for Inclusive Schooling as a Way of Doing Business in Public Schools

Author:

VILLA RICHARD A.1,THOUSAND JACQUELINE S.2,NEVIN ANN I.3,MALGERI CATHY4

Affiliation:

1. RICHARD A. VILLA, PhD, is president of the Bayridge Educational Consortium and an adjunct professor at the University of Vermont, Trinity College, and St. Michaels' College. He teaches courses and supervises practica in the development of effective administrative and instructional skills for accommodating all students within general education classrooms. Address: Richard A. Villa, 6 Bayridge Estates, Colchester, VT 05446- 1435.

2. JACQUELINE S. THOUSAND, PhD, is a research associate professor in the Department of Education at the University of Vermont. Her most recent research is in the areas of collaborative consultation and teaming, school-based systems change strategies, cooperative group learning and partner learning, transition planning, attitudinal change strategies, and international educational exchange.

3. ANN I. NEVIN, PhD, is a professor in the Education Unit at Arizona State University-West, Her interests are collaborative consultation and the integration of learners with disabilities into the general education classroom.

4. CATHY MALGERI, MEd, is an edu- cational supervisor in Swanton, Vermont, and an adjunct faculty member at the University of Vermont. Her interests include col- laborative teaming, action research, creative problem solving, and instructional and assessment strategies for accommodating the needs of students with intensive educational and behavioral challenges.

Abstract

This article provides a broad overview of the concepts of collaboration and inclusive schooling within the context of rapid change in public education. the authors examine the current definitions of collaboration and inclusive schooling. they review various rationale for collaboration, current legislation related to collaboration in schools, and the recent research (1989 to 1995) on the effectiveness of collaboration in achieving the outcomes mandated by the individuals with disabilities education act (idea). in addition, they discuss major barriers to and facilitators of effective collaboration and make several recommendations for the supports needed to establish a collaborative ethic and collaborative behavior in public schools. the authors argue that collaboration can no longer be considered a voluntary act.

Publisher

SAGE Publications

Subject

Public Health, Environmental and Occupational Health,Education

Reference58 articles.

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